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Module 3 Groupassignmentpdf

Culturally-Sensitive Trauma-Informed Care (C.S.T.I.) recognizes that cultural factors influence people's experiences of and responses to trauma. It requires health professionals to integrate a patient's cultural values, beliefs, and practices into trauma-informed assessments and interventions. Key aspects of C.S.T.I. include understanding how culture shapes the perception and interpretation of trauma, and helping restore safety and address distress in culturally appropriate ways. High and low context cultures differ significantly in their communication styles, with high context cultures relying more on implicit meanings and indirectness. Providing C.S.T.I. necessitates awareness of these cultural communication norms to effectively serve diverse refugee populations.

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Module 3 Groupassignmentpdf

Culturally-Sensitive Trauma-Informed Care (C.S.T.I.) recognizes that cultural factors influence people's experiences of and responses to trauma. It requires health professionals to integrate a patient's cultural values, beliefs, and practices into trauma-informed assessments and interventions. Key aspects of C.S.T.I. include understanding how culture shapes the perception and interpretation of trauma, and helping restore safety and address distress in culturally appropriate ways. High and low context cultures differ significantly in their communication styles, with high context cultures relying more on implicit meanings and indirectness. Providing C.S.T.I. necessitates awareness of these cultural communication norms to effectively serve diverse refugee populations.

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TRAUMA METHODS NEWSLETTER 06/08/2017

C.S.T.I
CULTURALLY-SENSITIVETRAUMA-INFORMEDCARE

TRAUMAMETHODSNEWSLETTER

WHAT WE ARE FOCUSING ON

WHAT IS C.S.T.I?

Trauma Methods is focusing on what is


known as Culturally-Sensitive
Trauma-Informed Care (C.S.T.I)
(Childrens Hospital of Philadelphia,
2017). C.S.T.I refers to the capacity for
health care professionals to effectually
provide trauma-informed assessment and
intervention that acknowledges, respects,
and integrates patients' and families'
cultural values, beliefs, and practices
KEY COMPONENTS OF C.S.T.I (Childrens Hospital of Philadelphia, 2017,
pg.1).
A C.S.T.I PROVIDER CAN HELP TRAUMATIZED REFUGEES BY:
1. Recognizing cultural variations in the subjective Here, "culture" extends beyond the
perception of trauma and traumatic stress identification of a child and family's race
responses and ethnicity to include other variables
2. Understanding the role of beliefs in the such as faith/religion, sexual orientation,
interpretation of trauma and the recovery region of residence, and level of
process acculturation, and closely related factors
3. Helping to restore a sense of safety for the such as socioeconomic status and literacy
refugees through trust-building level.
4. Attending to the distress of the refugees in the
HOW DOES THIS COMPLEMENT
way that they define it
5. Working within and through the refugees CULTURALLY COMPETENT HEALTH CARE
structure to promote emotional and social PRACTICE?
support
Culturally-Sensitive Trauma-Informed
How people communicate with one another varies
Care requires attention to be paid to a

TRAUMA METHODS NEWSLETTER 1


TRAUMA METHODS NEWSLETTER 06/08/2017

wildly from culture to culture. In our fully globalized refugees values and beliefs about health
times, it is more important than ever to understand and illness. What's unique is that
these differences and where they come from. attention must also be paid to cultural
variations in the refugees experience of
and response to trauma.

IT IS ALL ABOUT COMMUNICATION

HIGH VS. LOW CONTEXT CULTURES


THE DIFFERENCES

The differentiation between high and low


context cultures is meant to highlight
differences in how cultures communicate.

High-context cultures will use


communication that focuses on
underlying context, meaning, and tone in
the message, and not just the words
themselves (Beer, 2003).

RULES OF RAPPORT Low-context cultures expect


LINGUIST ROBIN LAKOFF (1975-2004) communications to be explicitly stated so
that theres no risk of confusion, and if a
Emphasizing different Rules of Rapport leads to message isnt clear enough, it will slow
different styles of politeness (Tannen, 2006). down the process of communication
(Beer, 2003).
1. Dont impose
2. Give options Cultureandlanguageaffecthow
3. Maintain camaraderie patientsacquireandapplythese
skillsinhealthsituations.
Language provides many ways of negotiating, however,
assumptions and habits about the right way to conduct Many cultures emphasize showing
this exchange vary across cultures (Tannen, 2006). politeness and deference toward health
When people learn a new language, they usually use it care providers who are perceived as
to say what they would say in their native language, and authority figures (Singleton, 2009). High
this could make a very different impression than it context cultures prefer indirect,
would in their home culture. non-confrontational styles of
communication; a cultural preference for
Growing up in the same country and speaking the same conflict avoidance can lead patients to
language does not mean two speakers have grown up in say what they believe the healthcare
the same culture (Tannen, 2009). Americans who provider wants them to say, or voice

TRAUMA METHODS NEWSLETTER 2


TRAUMA METHODS NEWSLETTER 06/08/2017

grow up in different parts of the country, or have agreement or understanding whether


different ethics or class backgrounds, also have they agree or understand.
different habits and expectations about how to use
language to accomplish social goals, with the result that
one speaker could do or say something intended to be
friendly (Rule 3) that another interprets as rude (a
violation of Rule 1) (Tannen, 2006, pg. 6).

REFERENCES

Beer, J. E. (2003). High and Low Context. Retrieved June 08, 2017, from
http://www.culture-at-work.com/highlow.html
C. (Ed.). (2017). Culturally-Sensitive Trauma-Informed Care. Retrieved June 08, 2017, from
https://www.healthcaretoolbox.org/cultural-considerations/culturally-sensitive-trauma-informed-car
e/12-health-care-toolbox/cultural-considerations.html#Beliefs
Singleton, K., Krause, E., (Sept. 30, 2009) "Understanding Cultural and Linguistic Barriers to
Health Literacy" OJIN: The Online Journal of Issues in Nursing. Vol. 14, No. 3, Manuscript 4.
Tannen, D., DiNozzi, R., Pulse Media (Firm), Into the Classroom Media (Firm), & Georgetown
University. (2006). That's not what I meant!: Language, culture, & meaning. Los Angeles, CA: Into the
Classroom Media.

TRAUMA METHODS NEWSLETTER 3

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